Three new things that I learned from reading Chapter 8 in our text were:
1. I was not aware of the existence of VRML, but now I understand that it is used to develop and display 3-D objects on web pages, which gives the object the illusion of being more "real."
2. I also had no idea that there were so many different ways to store images, to many different image formats to choose from. Included in the text were: BMP, EPS, PDF, PICT, TIF, GIF, and JPEG. I also did not know that any of those suffixes stood for.
3. In order for students to successfully develop their own webpages (if that is a project if I am interested in having my future students do), there is a step-by-step process that students must go through. They need to plan and storyboard, develop pages with text, insert images with media, insert links and frames, insert interactive elements, test in a browser, publish the site, and gather evaluation comments and maintain the site.
Two ways that I can integrate this chapter into my teaching are:
1. I loved the idea in the book of having my students do some kind of social action project while integrating technology into the lesson at the same time. It would get them to become aware of events that are occurring globally and they will have the ability to voice their concerns and viewpoints.
2. I also liked the idea of having the students go on a virtual field trip to a place that they might not get a chance to visit normally. An example of this would be to have the students use the tool Picasa on through Google, which lets them visit seventeen different art museums around the world. They would get to see the museum and the artwork up close and would get the chance to study it virtually.
One question I had from this chapter was: How can teachers effectively control the dangers of Internet use in the classroom? Just close monitoring of the students while on the internet?
Sunday, February 27, 2011
Chapter 7
Three things I learned from Chapter 7 of our text are:
1. The first web browser was called Mosaic and it caused an explosion of internet use by the year after it was invented.
2. I had no idea what a bulletin board was (unless it was the kind you hang on your wall), but these kinds of bulletin boards refer to message centers that send messages to group members who visit the bulletin board.
3. I did not know that distance learning was really a term that existed, but I learned that some examples of distance learning are student research, online materials, web-based lessons, and virtual courses and programs.
Two ways that I can apply what I have read to teaching are:
1. Using bulletin boards (or a Wiki) could be a great idea to incorporate technology into my students' learning processes. They could post whatever questions they have about a project, communicate with their peers, and even give each other ideas on what to do for a particular project or homework assignment.
2. In the chapter they talked about smartboards as a way to use distance technologies in the classroom. I think it would be awesome to have a smartboard in my classroom so that students could learn how to use a piece of technology like this on a daily basis. Having a smartboard would be a great way to integrate technology in small way that would be useful for the students in the long run.
One question I had from the chapter was: What are some possible negative outcomes with regards to the use of distance learning? The main one I observed was that the dropour rate is higher for online courses. However, are there other negative consequences for using distance learning?
1. The first web browser was called Mosaic and it caused an explosion of internet use by the year after it was invented.
2. I had no idea what a bulletin board was (unless it was the kind you hang on your wall), but these kinds of bulletin boards refer to message centers that send messages to group members who visit the bulletin board.
3. I did not know that distance learning was really a term that existed, but I learned that some examples of distance learning are student research, online materials, web-based lessons, and virtual courses and programs.
Two ways that I can apply what I have read to teaching are:
1. Using bulletin boards (or a Wiki) could be a great idea to incorporate technology into my students' learning processes. They could post whatever questions they have about a project, communicate with their peers, and even give each other ideas on what to do for a particular project or homework assignment.
2. In the chapter they talked about smartboards as a way to use distance technologies in the classroom. I think it would be awesome to have a smartboard in my classroom so that students could learn how to use a piece of technology like this on a daily basis. Having a smartboard would be a great way to integrate technology in small way that would be useful for the students in the long run.
One question I had from the chapter was: What are some possible negative outcomes with regards to the use of distance learning? The main one I observed was that the dropour rate is higher for online courses. However, are there other negative consequences for using distance learning?
Sunday, February 20, 2011
Chapter 6
Here are three new things I learned from reading Chapter 6 in our textbook:
1. I learned the difference between multimedia, which is a combination of media, and hypermedia, which is linked media.
2. I learned what supplies are necessary to design and develop hypermedia: computer with keyboard, mouse, and monitor; digital cameras; scanners; video digitizers; and camcorders or other video input.
3. I learned more about Web 2.0 technologies that have potential to be used in the classroom. Some examples of these types of technologies are blogs, wikis, podcasts, e-Portfoloios, social networking sites, and photo/video sharing communities.
Ways I can apply this chapter to my future classroom:
1. In this chapter I learned more about how Power Point or Keynote could be used in my classroom, and not just by me as the teacher. I learned that these two types of presentation software have more uses than I thought. One obvious use is that I can use them to support my lessons, but in an elementary classroom, this simply may not be practical. Another use for this type of software is to have practice screens where students' eyes are drawn to the screen because there is a presentation of spelling or vocabulary words with pictures running on the screen. This use of Power Point or Keynote would hopefully capture the students' attention well.
2. I also learned that it may be beneficial to my students if they could figure out how to use reference materials, but in a way that integrates technology. Therefore, showing my future students how to access atlases (like Google Earth), almanacs (such as The Time Almanac), or encyclopedias (such as Encarta), would benefit their knowledge of technology and the topics that these tools would help them learn about.
One question I have from the chapter is:
What are the drawbacks (if there are any) to using Web 2.0 technologies in the classroom?
1. I learned the difference between multimedia, which is a combination of media, and hypermedia, which is linked media.
2. I learned what supplies are necessary to design and develop hypermedia: computer with keyboard, mouse, and monitor; digital cameras; scanners; video digitizers; and camcorders or other video input.
3. I learned more about Web 2.0 technologies that have potential to be used in the classroom. Some examples of these types of technologies are blogs, wikis, podcasts, e-Portfoloios, social networking sites, and photo/video sharing communities.
Ways I can apply this chapter to my future classroom:
1. In this chapter I learned more about how Power Point or Keynote could be used in my classroom, and not just by me as the teacher. I learned that these two types of presentation software have more uses than I thought. One obvious use is that I can use them to support my lessons, but in an elementary classroom, this simply may not be practical. Another use for this type of software is to have practice screens where students' eyes are drawn to the screen because there is a presentation of spelling or vocabulary words with pictures running on the screen. This use of Power Point or Keynote would hopefully capture the students' attention well.
2. I also learned that it may be beneficial to my students if they could figure out how to use reference materials, but in a way that integrates technology. Therefore, showing my future students how to access atlases (like Google Earth), almanacs (such as The Time Almanac), or encyclopedias (such as Encarta), would benefit their knowledge of technology and the topics that these tools would help them learn about.
One question I have from the chapter is:
What are the drawbacks (if there are any) to using Web 2.0 technologies in the classroom?
Saturday, February 5, 2011
Where's the Beef?
Three new things that I learned from reading this article are:
1) The technology that I will use in my future classroom needs to have some sort of substance or else the students will not take anything from it. Again, technology can never replace a good teacher.
2) Transitioning from a text-based form of teaching to a form of teaching that integrates technology involves teachers understanding and being able to demonstrate the skills necessary to be able to effectively teach with multimedia products.
3) According to this article, being a master of technology tools in the classroom is no longer enough. They must be used to help students demonstrate what they know, understand, or what they do not understand.
Two connections I made to teaching are:
1) As a teacher, I must be able to use effective elements of communication, design information and media planning, collaborate with students, as well as manage projects in order to become an effective user of technology in my future classroom.
2) Using Bloom's Taxonomy will actually be fairly beneficial in my future classroom because the students that I will have will need to analyze, evaluate, and create knowledge beyond existing facts. I was not really sure how Bloom's Taxonomy would be included in my future classroom environment, but now I know that it can be applied in a technology sense. I also now understand that my students will need to be able to acquire these things in order to be successful learners.
One question I had from this article was:
How does the type of assessment discussed in the article assist in increasing student learning?
1) The technology that I will use in my future classroom needs to have some sort of substance or else the students will not take anything from it. Again, technology can never replace a good teacher.
2) Transitioning from a text-based form of teaching to a form of teaching that integrates technology involves teachers understanding and being able to demonstrate the skills necessary to be able to effectively teach with multimedia products.
3) According to this article, being a master of technology tools in the classroom is no longer enough. They must be used to help students demonstrate what they know, understand, or what they do not understand.
Two connections I made to teaching are:
1) As a teacher, I must be able to use effective elements of communication, design information and media planning, collaborate with students, as well as manage projects in order to become an effective user of technology in my future classroom.
2) Using Bloom's Taxonomy will actually be fairly beneficial in my future classroom because the students that I will have will need to analyze, evaluate, and create knowledge beyond existing facts. I was not really sure how Bloom's Taxonomy would be included in my future classroom environment, but now I know that it can be applied in a technology sense. I also now understand that my students will need to be able to acquire these things in order to be successful learners.
One question I had from this article was:
How does the type of assessment discussed in the article assist in increasing student learning?
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